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  • RE

    Come and See Curriculum Overview including World Faiths

    Sacred Heart Catholic Primary School – Curriculum Intent for RE

    We strive to nurture a love of learning through excellence in learning, pastoral care and faith formation.

    Faith

    Hope

    Love

    Our curriculum:

    • Creative teaching approaches such as Spirited Arts and Godly Play fosters a sense of awe and wonder so that learners are engaged and enthused
    • Use of drama, art and ICT empowers pupils to confidently articulate their faith and beliefs through;
    • World Faith weeks for Judaism, Islam and Hinduism promotes fundamental British Values and encourages respect for everyone, embracing and celebrating all backgrounds and differences;
    • Driver words and regular monitoring ensures high expectations for all pupils so that no child is left behind;
    • Self-selecting challenges and opportunities to question encourages pupils to have faith in themselves and develop a growth mindset. So that they become inquisitive and resilient learners.

     

    Our curriculum:

    • Opportunities for pupil questioning in lessons allows pupils to challenge themselves and each other;
    • Reflecting scripture and key messages to our own lives encourages pupils to be critical thinkers who work collaboratively to solve problems and evaluate effectively enabling them to make informed decisions and choices;
    • Is continually developed through research, effective CPD from the RE lead and Diocese as well as reflective dialogue and practice;
    • Self-reflection, pupil questioning and pupil planned worship link dot RE provides opportunities for pupils to have a voice so they can communicate effectively and articulate their ideas and views in preparation for tomorrow’s society.

    Our curriculum:

    • Promotes self-motivation and ownership for life-long learning through self-selecting challenges;
    • Relating scripture to our own lives teaches us to follow in Jesus’ footsteps to love and forgive others;
    • Discussing how we can live our key scripture or Gospel values allows opportunities to serve others so pupils develop a sense of citizenship, community, empathy and service;
    • Use of drama, art and ICT provides all children with the opportunity to express themselves through different mediums;
    • Opportunities for private and shared prayer, reflection and worship aims to develop positive mental health where we love and celebrate our talents and gifts.
     

     

    Sacred Heart Catholic Primary School – Curriculum Implementation for RE

    We strive to nurture a love of learning through excellence in learning, pastoral care and faith formation.

    RE is a core subject and an integral part of life and learning at Sacred Heart. 10% of our weekly timetable is dedicated to the teaching and learning of Religious Education. The Religious Education Curriculum Directory (RECD) is followed which can be viewed here: https://www.catholiceducation.org.uk/schools/religious-education/item/1000034-religious-education-curriculum-directory

     

    In order to meet the requirements of the curriculum, we follow the Come and See Primary Religious Programme for schools, which is approved by the Catholic Bishops of England and Wales. The programme is implemented in Nursery through to Y6 which is taught through a series of nine topics exploring 3 themes which are Church, Sacrament and Christian living.

     

     

    Termly Focus

    World Faiths

    Autumn

    Creation: Family, Belonging and Loving.

    Judaism

    Spring

    Incarnation: Community, Relating and Giving.

    Islam

    Summer

    Redemption and the work of the Holy Spirit: Serving, Inter-Relating and World.

    Hinduism

     

    World Faiths:

    We also teach the children about other world religions during the academic year. They are encouraged not to simply learn facts about other religions but also reflect upon them and gain insights from them.

     

    Driver Words:

    To strengthen progression and challenge, driver words are used for lesson objectives, activities and differentiation. These driver words support the pitching of lessons and allow children to be challenged effectively within lessons

    Knowledge and Understanding

    (learning about religion)

    Engagement

    (learning from religion)

    Y4 upwards

    Explain And Justify

    Identify And Explain

    Show Understanding

    Y2/Y3

    Give Reasons, Make Links

    Y1/Y2

    Describe, Retell

    EYFS/Y1

    Recognise ,Identify

     

    Y4 upwards

    Demonstrate Insight

    Explain

    Engage And Respond

    Y2/Y3

    Make Links

    Y1/Y2

    Ask

    EYFS/Y1

    Talk About

     

     

    Godly Play:

    Godly Play is a Montessori approach which guides the children’s learning. Whilst we do not fully adopt the Godly Play approach, the method of storytelling through actions and materials deepens the impact of storytelling in EYFS and KS1. For pupils with SEN or EAL 

    Throughout the year, additional experiences in and out of school are used to deepen the impact of the RE curriculum:

    • Advent and Lenten Retreats
    • Advent Door competition
    • Travelling Crib and Travelling Cross
    •  Sacred Heart Feast Days
    • NATRE Spirited Arts Competition (Deanery and Nationwide)

     

    Teaching is regularly supported strengthened through staff training delivered by the RE lead or Diocesan advisors.

    Standards in books are monitored by the RE lead and SLT.

    Books are moderated in school with the RE lead and SLT as well as at Deanery and Diocesan events.

     

    Sacred Heart Catholic Primary School – Curriculum Impact for RE

    We strive to nurture a love of learning through excellence in learning, pastoral care and faith formation.

    Impact of our curriculum is matures through qualitative and quantitative data.

    Teachers use assessment for learning strategies to evaluate, adjust and maximise the impact on pupil outcomes.

    Attainment and progress in house as well as statutory data is monitored closely by the curriculum and subject leads. Termly progress meetings identify pupils who need additional support. These are also used strategically to identify future CPD.

    Qualitative data in the form of pupil voice or from pupil, parent and staff surveys are also used to measure impact.

    Section 48 Inspection Judgment – Outstanding, Nov 2019.

    https://primarysite-prod-sorted.s3.amazonaws.com/sacred-heart-surrey/UploadedDocument/8ae08bb78f264dc69d7bc1c8f3ae14a5/sacred-heart-inspection-report-final-2019.pdf

    High quality teaching and learning in Religious Education results in very good pupil outcomes. All groups of pupils make good progress and achieve well. Pupils are interested and enthusiastic. They are inquiring and reflective learners and are keen to do well. They clearly enjoy their Religious Education lessons and can relate these to their own lives.” – Section 48 inspection, Nov 2019

    Pupil voice:

    Pupils understand the importance of the ongoing cycle of improvement

    My teacher writes questions in my book to answer so my work gets better.” Y3 pupil.

    In my book, our teacher highlights things we have done in our books. I use a purple pen to add more information. We can help each other with questions to improve.” Year 5 pupil.

     

    2019 data impact

    • Attainment is outstanding because whole school data shows that 83% of pupils achieve at least expected attainment with 26% of pupils achieving GDS.
    • Almost all pupils achieve above average attainment using diocesan and/or national data where available. (Outstanding criteria)
    • Whole school attainment in RE is in line with data for English and Maths.
    • Progress in RE is outstanding, this is because almost all pupils (including those with SEN), from their varied starting points, make good progress in each key stage, with many achieving outstanding progress. (S48 outstanding criteria)
    • Deanery and Diocesan moderation of books show that almost all books are equal to outstanding schools in the area. 
    • Diocesan advisors, show attainment to be good in 2018 as teachers have ‘high expectations’ and ‘developmental marking is insightful and focused’ (Diocese monitoring visit, 2018). Books and data have improved since then.
    • As attainment is outstanding and progress is outstanding, therefore Teaching and Learning of RE in our SEF can be judged as ‘outstanding’.

     

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